{ "docId": "019dd923-5e88-73ef-bd59-02a271f5bbcc", "docSlug": "6202ff574345bddd", "documentTitle": "4.6.2 HKVCA Investing in Asian Education", "authorId": "MorganStanley", "authorName": "Asia Society", "documentKindSlug": "consulting-deck", "documentKindLabel": "Consulting deck", "sourceTypeSlug": "equity_research", "sourceTypeLabel": "Equity research", "presentationDate": null, "orientation": "portrait", "aspectRatio": 0.773, "pageNumber": 12, "pageCount": 26, "prevPage": 11, "nextPage": 13, "slideType": "appendix", "function": "summarize", "density": "overcrowded", "nDataPoints": 4, "notes": "This appears to be a page from a research report or academic paper, indicated by the footnote numbering and academic tone.", "elementsJson": [ "paragraph", "footnote" ], "metadataConfidence": 0.9, "imagePath": null, "slideHref": "/slides/019dd923-5e88-73ef-bd59-02a271f5bbcc/12", "deckHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc", "deckJsonHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc.json", "deckAnchorHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc#slide-12", "components": [ { "bbox": null, "kind": "callout", "text": "The reform is to reposition these activities as learning experiences that are essential for the holistic growth of the students.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-3409-704d-b4df-738c80074680", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.055, "w": 0.764, "x": 0.118, "y": 0.783 }, "kind": "paragraph", "text": "In Taiwan, much of these experiential learning opportunities are provided by civil society. In Hong Kong, a recent study of a random sample of 228 schools reveals an average of 9.8 projects per school of experiential learning, where schools partner with the business sector, NGOs, and other non-education bodies. One of", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "91f34eed-c91a-49ee-b127-0f82f3965195", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.165, "w": 0.764, "x": 0.118, "y": 0.228 }, "kind": "paragraph", "text": "The most obvious reform goal in all the jurisdictions is to facilitate students to become active learners. In Singapore, self-directed learners are one of the four major goals of the reform, symbolized in the “Teach Less, Learn More” title of one of the recent reforms. In the Japanese reforms, the emphasis is on active learning in interactive classrooms. Active learning is also a notion used to underlie Hong Kong’s earlier reforms and its most recent campaign. In the South Korean case, although the phrase “active learner” is not used, there is emphasis on developing independence, self-regulation, and self-management, which places students at the center of learning. As will be further discussed below, the concept of active learning is easily accepted in these societies, but is of particular importance where examination pressure prevails.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "9a5ede1a-f839-4b6f-98a5-77cbfdb4a2cb", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.135, "w": 0.764, "x": 0.118, "y": 0.093 }, "kind": "paragraph", "text": "science of learning in recent years. For example, there is a national effort in Singapore to capture the most recent findings from research on the science of learning. The most significant development, which is not covered in this study, is the creation of technologies for collaborative learning. There is a Center for the Science of Learning at the National Tsing Hua University in Taiwan with prominent researchers who work to translate the basics of the science of learning into effective pedagogies, and to actively disseminate them to teachers and parents.10 In Hong Kong, there are two networks of researchers focused on the science of learning, also emphasizing the translation of research into practice.11", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "9dd82b51-0701-4a3b-ade1-90575a4b0349", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.165, "w": 0.764, "x": 0.118, "y": 0.618 }, "kind": "paragraph", "text": "In a way, these systems of education are already known for their richness in extracurricular activities. It is not unusual, for example, to have 40–50 student clubs or associations in a school of 1,000 students in Hong Kong, and there are also numerous student activities in the other education systems in this study. So where is the reform? The reform is to reposition these activities as learning experiences that are essential for the holistic growth of the students. Hence, these activities are no longer taken for granted as “extra.” Space, time, and resources have to be allocated, teachers’ roles in these activities have to be redefined, more activities (e.g., service learning) have to be designed, the curriculum has to be restructured, and the assessment of such learning outcomes has to be totally reconceived.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "a15ede26-6c98-4616-a09a-08e302074ce3", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.225, "w": 0.764, "x": 0.118, "y": 0.393 }, "kind": "paragraph", "text": "Experiential learning is another major theme and essential element in all of the reforms. As is made explicit in the Hong Kong reforms, the distinction between competencies and attributes not only is a conceptual matter, but also pertains to different modes of learning. In the Hong Kong perspective, knowledge and skills are learned mostly through the formal curriculum, and are now also learned individually through other media. Attributes, which refer to attitudes, interpersonal relations, sense of responsibility, and so forth, can be learned only through experiences, or through experiential learning12 in the broad sense of the term. This is echoed implicitly in all the other systems, where extracurricular activities and out-of-school experiences are emphasized. The related curriculum reforms all aim at compression of disciplinary learning in order to give way to experiential learning. This is the case in Japan (reduction of 30% of the formal curriculum), Singapore (33% reduction), and Hong Kong (reduction of formal curriculum to four key learning areas).", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "bbfa7d92-4250-4383-b262-205c516e60fc", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.105, "w": 0.764, "x": 0.118, "y": 0.845 }, "kind": "source-note", "text": "10 Professor Daisy Hung and Professor Ovid Zheng, both prominent neuroscientists, lead a team on dissemination of the science of learning to non-academics.\n11 There is a campus-wide Strategic Research Theme of the Science of Learning at the University of Hong Kong, which comprises more than 60 members who work on learning in different disciplines. It is closely associated with NSF (US). Most recently, a team was established on educational neuroscience at the Hong Kong Education University.\n12 “Experiential learning” is sometimes given a specific definition, such as learning experiences with a structured design. Here it is used in the broad sense of the term to indicate all learning through experience, or “learning by doing.”", "attrs": null, "subkind": null, "toolName": null, "toolSlug": null, "confidence": null, "componentId": "949a2218-45b7-4cb2-893d-bd673375128b", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [], "frameworks": [], "arcBeats": [], "loops": [ { "to": 26, "from": 5, "name": "Golden Circle", "slug": "11-golden-circle", "bestFor": "Visionary leadership, brand positioning, mission statements", "matchId": "f7b95e07-9720-4690-a25d-6a968ad62620", "evidence": "The deck provides a comprehensive analysis of education reforms in East Asia, highlighting the need for a shift in knowledge and skills to accommodate 21st-century competencies.", "position": 1, "objective": "Why is it important to advance 21st-century competencies in East Asian education systems?", "structure": "The Why (Belief) -> The How (Process) -> The What (Result)", "confidence": 0.6, "description": "Invert the typical pitch by starting with why you exist, rather than what you do" } ], "imagePathAlt": null, "thumbSrc": null, "thumbSrcAlt": null, "locked": true }